chapter 1

Question 1

Formative assessments

Answer 1

are intentionally brief (e.g., from one to several minutes) and are intended to be administered frequently, unlike summative tests that are typically administered annually or every few years.

Question 2

Interim assessments

Answer 2

reside between summative and formative assessments

Question 3

Summative assessments

Answer 3

tests are administered after some period of instruction is completed (this can vary widely, e.g., a unit on vertebrates in biology, a semester of physics, or a year of algebra).

Question 4

Objective tests

Answer 4

include multiple-choice, true-false, and matching formats, and student responses are typically limited to “bubbling in” electronically scanned answer sheets, or circling or underlining on test booklets.

Question 5

Norm-referenced tests

Answer 5

are typically standardized tests developed by commercial test publishers (e.g., the SAT), sometimes in conjunction with state education agencies.

Question 6

Criterion-referenced tests

Answer 6

may be standardized or teacher made, and enable a different kind of comparison.

Question 7

Curriculum-based measurements

Answer 7

probes may be standardized or teacher made. CBM probes are designed to be sensitive to small changes in learning. This makes CBM probes suitable to monitor day-to-day progress in reading (CBM-R), math (CBM-M), writing (CBM-W), and spelling (CBM-S), which in turn facilitates day-to-day instructional decision making

Question 8

Validity

Answer 8

evidence helps us determine whether the test is measuring what it is intended to measure, and score reliability indicates the extent to which test scores are consistent and stable.